Livestock Transport Driver - Fun Activities - Transport and Travel

Transport and Travel - LIVESTOCK TRANSPORT DRIVER

Counting the Cost of Transport...

Primary

Australian Curriculum General Capability: Numeracy

1. A cattle farmer has several head of cattle to transport to market. He decides to get a quote from 2 different transport companies. The farmer will need 3 trucks to transport his cattle 650km to the cattle market and there will be only need for one overnight stay.

2. One quote charges $1000 per truck, 40c per km for fuel as well as $150 for driver accommodation per overnight stay.

3. The second quote is $1100 per truck with 45c per km for fuel.

4. Which quote would be cheaper?

Sheep Livestock Transport - a Maths Puzzle [developed by WoolWise p69]

Primary

Australian Curriculum General Capability: Numeracy

A farm is selling 400 prime lambs to the meat processing works in a town 100 kilometres away. A livestock carrier has been hired to transport the lambs to the works on a semi-trailer with four decks. Each deck holds 100 sheep. The cost of cartage is $5 per kilometre.

The average weight of each lamb is 50 kilograms with a dressing percentage of 50 percent. Dressing percentage is the proportion of the lamb that can be sold as meat.

The remainder of the lamb is not wasted. The hides are used to make lambskin products and the internal organs and other by-products are manufactured into meat, blood and bone meals, fertilisers and tallow.

At the meat processing works the lambs receive 340 cents per kilogram (dressed weight) and $10 for each skin.

1. Using the information above calculate the following:
a. The total weight of lambs on each deck of the semi-trailer.
b. The total weight of lambs on the truck.
c. The cost of transporting the lambs to the meat processing works.
d. The dressed weight of each lamb.
e. The price paid for each lamb.
f. The total price received for the lambs

Maths and Livestock Transport: The Tyranny of Distance

Middle Secondary

Australian Curriculum General Capability: Numeracy

Australian Curriculum General Capability: Literacy

1. Read the following article from the CSIRO 5 May 2015. Also view the video! [the video transcript is available too]. Reading

Presented with this challenge [the tyranny of distance] CSIRO set out to evaluate the entire production system for livestock in northern Australia, home to 90% of the country’s live cattle export.

To do this, researchers simulated more than 1.5 million vehicle movements between 50,000 enterprises over five years using some 88,000 point to point travel routes.

2. Describe the TRANSIT (TRAnsport Network Strategic Investment Tool) examples from Queensland and Northern Australia in this news item.

How is/can this tool helping Livestock Transport Drivers?

How will this tool help with Biosecurity and ticks?

What impressed you? Discuss with a partner.

3. Read the following article CSIRO: Modelling a more efficient future for cattle transport Reading

What further information can you add to your initial description of the tool and its findings?

What were the findings or recommendations from the CSIRO?

How would this impact on Livestock Transport Drivers?

Is it important for Scientists to work with Livestock Transport Drivers? Why? Why not?

Live Export Trade - Worth it? An updated BTN on the issue

Secondary

Australian Curriculum General Capability: Critical and creative thinking

Australian Curriculum General Capability: ICT

Australian Curriculum General Capability: Literacy

Cooperative Learning Activity

1. In groups of 3 - 4 students conduct the following research.

"Australian livestock are exported to multiple destinations around the globe, with the industry employing an estimated 13,000 people and valued at more than a billion dollars a year.

How Australian animals are treated when they arrive overseas is controversial, and footage of mis-treatment of stock has put a political spotlight on the trade." (Source: ABC Rural)

2. Read the background and history of live exports. Read

3. In your group, divide into supporters and protesters of live exports: it doesn't matter what your own personal feeling are - you are to embrace your role as either a supporter or protester

Supporters	Protesters
Meat and Livestock Australia	Voiceless
National Farmers' Federation	Animals Australia
Farm Weekly: Banning live exports doesn't make sense: Redman	World Animal Protection

4. The Government has a say...

5. As a group, you are to discuss the issues raised and become Executive Producers [TV] of BTN. To do this, you are to show a balanced view of the issues involved.

6. You are to storyboard both the supporters and protesters' points of view. Keep in mind, that you are to inform another class about these issues by creating an updated video version of the 2011 BTN Program on Live Exports: